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Track A: Instructional Design and eLearning Design

What Makes a Great Narrative – The Brain Science Behind How a Great Story Increases Retention

Narratives are typically one of the easiest and widely used game mechanics used when creating a learning project. But what makes a good story? Recent advances in brain science have shown that just telling a story is not enough for someone to remember it. By understanding Long-Term Potentiation (LTP) and mnemonic memory, techniques participants can learn how to write compelling stories that will leave their audiences remembering things that once seemed impossible. The history of these techniques have long been established and used in the world of memory championships where participants do things such as memorize a deck of cards, full poems, or random numbers in a few minutes, but recent studies have shown that there is an application for them in the learning and development world.

Speaker - Keith Lillico 

Keith Lillico is an instructional designer at the Horace Mann Companies where he has been heavily involved in the development of over 125 courses in the past two years. He draws from his formal education and experience in instructional design as well as business Keith has established himself as a pioneer and thought leaders in topics including the effects of the Uncanny Valley on the effects of gamification and learning. In addition to this Keith’s soon to be released book that teaches readers how to combine game-design elements and principles, progressive views on learning theories and effective concepts from outside of education such as project management in the manufacturing industry to enhance retention as well as greatly reduce the time required to learn large amounts of content.

Keith holds a Masters Degree in Instructional Design and MBA from Western Governors University as well as a Gamification Master Craftsmen certification from Sententia Games.

Leveraging Project Management and Change Management to get Desired Behavior Change from eLearning

Getting behavior change is the purpose of most learning solutions. Learn Project Management tips to help keep the project on track, keep the deliverables focused on the right things, and managing to the defined project scope. Also get tips to improve the odds of adoption with good change management support. Creating good training is not enough. We will discuss how learning leaders with a “change management” mentality approach the curriculum development process. Identifying the problem, determining the solution (perhaps eLearning?) is all good. But we know training alone is not enough.

We will address this partnership between learning leaders, instructional designers/developers, project managers, and change management starting with the analysis and planning stage and following it through the implementation and changing behavior stage.

Session Objectives:

  • Incorporate project management essentials to get the project completed as desired
  • Show examples of eLearning solutions that include strategies for changing behavior

Speakers - Renie McClay, CPLP and Laura Riskus

Renie McClay, CPLP, has held a variety of learning leader roles over the last 20 years for companies including managing learning for Kraft, Gerber, and Pactiv Corp and is currently a Learning Project Manager for Caveo Learning.  She has an MA in Global Talent Development and is a CPLP.  Renie has authored several books, including The Art of Modern Sales Management, 10 Steps to Successful Teams, 101 Ideas for Engaging Global Audiences and more.


Laura Riskus, Director of Learning Strategy for Caveo Learning. She leads strategic initiatives including organizational restructures, content management strategies, developing organizational learning strategies, and technical implementations. Laura has worked with Fortune 500 clients for over 20 years leading enterprise-wide change management initiatives. Her Public Relations degree, Prosci and APMG certification in Change Management influence her approach to strategy and transferring learning into desired results.

Using the Transtheoretical Model (TTM) for Learner Personalization

BJC’s Institute for Learning and Development (BILD) is exploring the Transtheoretical Model of Change (TTM)  as a learner personalization factor. We are focusing on providing options for precontemplative and contemplative students.  These students are not ready to change and as such, a likely waste of time/effort if given a resource intensive intervention.  

We are using “readiness to change” as a perquisite for earning a seat into instructor-led and other resource intensive interventions. If a student is unlikely to change, then learner personalization will identify content that is designed to address that issue rather than allowing registration into a resource intensive class/course. In addition, BILD is creating performance support tools instead of training activities to allow employees to function in these areas without mastering content. These performance support tools provide additional resources and links to students that are moving towards “readiness for change.”   

BILD’s focus on readiness for change is a novel concept as many organizations use completion results and butts-in-seats measurements for success. Turning students away, may not make sense in organizations that focus on these numbers. In addition, learner personalization efforts are usually designed around topic content – do you have the proper scheme to learn this; or media selection—do you do better with this type of content? Content that is aimed at moving students along the change curve is a new way to look at learning personalization.

BILD is currently exploring the TTM for two interventions that are high in precontemplative and contemplative students: Emotional Intelligence (EQ) and Challenging Communications.  This session will discuss challenges BILD faced and overcame as it implemented these training interventions.  

Objectives:  

  • Identify precontemplative and contemplative learning personas  
  • Defend “readiness for change” as a prerequisite for resource intensive interventions.
  • Explore precontemplative and contemplative interventions and strategies for employee training.
  • Discuss implementation challenges with TTM training interventions.

Speakers - Steven Loomis and Nick Carson

Steven Loomis is an experienced learning and development consultant that has worked in the legal, banking and healthcare sectors. Steven enjoys exploring evolving technologies and is an occasional contributor to industry sites like Learning Solutions and eLearning Industry.  Steven is currently a Senior Learning and Development Consultant at BJC HealthCare.


Nick Carson is a Senior Consultant for Learning and Development at BJC HealthCare. Nick specializes in, interpersonal skills development, talent management, leadership development and organizational development. Nick is a believer in continuous improvement and regularly coaches individuals and teams to reach and exceed their potential. Outside of work Nick can be found training for his next triathlon or snapping pictures of birds.


Track B: Coaching and Leadership Development

Leadership Effectiveness Training - What it is, why it works, and how it can work for you

In this session, you will learn about Leader Effectiveness Training (L.E.T.) – what it is, why it works, and how it has

improved working relationships in hundreds of organizations all over the world. The session will include:

  1. An Overview of Leader Effectiveness Training including its grounding in the fundamental principles of behavioral science and how businesses have relied on L.E.T. to bring out the best in their people byoperationalizing L.E.T. in their organizations.
  2. A Description of the L.E.T Model that will highlight the L.E.T. skills and how leaders can systematically determine which are the most effective over a wide range of challenging business circumstances.
  3. Demonstration of the L.E.T Skills to enable participants to witness and experience the power of Leader Effectiveness Training.
  4. Interactive Learning that will focus on how L.E.T. can support mutual understanding, creative problem solving, and collaboration in the workplace.
Speaker - Robert Portnoy

Dr. Robert Portnoy completed his research as a doctoral fellow at the Mayo Clinic, worked as a clinical speech pathologist at the Menninger Foundation, and led the Department of Communication Disorders at Fontbonne College in St. Louis, Missouri. As an executive speech coach in Fortune 100 companies, Dr. Portnoy helped supervisors through C-Suite executives to transform dull and lifeless briefings into dynamic and compelling presentations.

Dr. Portnoy has taught courses in leadership, management, human resources, and business communications at both undergraduate and graduate levels at Washington University in their top-ranked business school. He has also served as a professional communication advisor in the Olin School of Business - Management Communications Lab.

Professor Portnoy has distinguished himself as a professional educator. He achieved recognition from internationally renown professional organizations including:

  1. Certified Professional in Learning and Performance from the Association for Talent Development
  2. Senior Certified Professional from the Society of Human Resource Management
  3. Certificate of Clinical Competence – Speech Language Pathology from the American Speech-Language-Hearing Association

Professor Portnoy was awarded the Bill and Glenda Finnie “Adjunct Faculty Award for Teaching Excellence” in the Olin School of Business at Washington University in St. Louis – leading to a $50,000.00 scholarship named in his honor.

His students regard Professor Portnoy as a significant contributor to their professional development. Among numerous substantive evaluations about his teaching excellence, the one below stands out as a testimonial to his passion for learning and his commitment to his students: “Professor Portnoy created a strong learning culture. He is one of the most thoughtful and caring professors I’ve ever had. He is WONDERFUL and students love him.” Professor Portnoy engages students in a learning journey that they will long remember and cherish for a lifetime.

"Alexa, Coach Me on My Leadership Style" - Incorporating Technology and Data for Better Leadership Development 

Technology has quickly become embedded in most of life’s experiences. What does this mean for leadership, as an essentially human part of work? How can we use advances in technology and data to enhance coaching and leadership development experiences? We don’t think Alexa has a “Life Coach” mode yet, but she might be releasing one soon! So, what are some of the effective applications of technology and data to coaching? What are the areas in which we still need human-to-human processes to succeed? How can we use advances to transition our leaders’ experiences from episodic learning to continuous learning? Join us as we examine the appropriate use of data, automation, and technology in the future of leadership development.

What are our qualifications? We are obsessed with data and its ability to predict behavior. We are passionate about helping leaders and businesses thrive. With a team of 17 licensed PhD business psychologists, CMA makes it our business to help organizations hire, develop, and better understand their people, resulting in a stronger, more engaged, and effective workforce. CMA serves over 400 active clients per year, with each of CMA’s individual psychologists coaching approximately 20 leaders at a given time.

Learning Objectives: 

  • Discuss the latest applications of technology in coaching and leadership development
  • Review the research on the use of technology and data in leadership development
  • Explore which combinations of data and technology are best for specific leadership needs
  • Examine where traditional methods are still best for leaders
  • Discuss potential applications in your organization

Speakers: Rob Patterson, Ph.D. and Dana Borchert, Ph.D.

“My passion is working with people to provide them and their organizations an understanding of what they need to be successful.”

Rob focuses on consulting with his clients to assess their organization and its culture, identify and develop talent through selection and development assessment, and promote effective leadership practices through 360 feedbacks and performance and executive coaching. He has also worked with clients to develop and/or streamline their overall talent-management process. Light-hearted by nature, he often uses humor to break the ice and foster trusting relationships with peers and clients, regardless of the industry.

Before joining the CMA family, Rob was the Lead Measurement Consultant in the training and development arm of the Veteran’s Health Administration where he worked on both clinical and non-clinical projects. While there, he made significant contributions by creating face-to-face and virtual training programs and evaluating their effectiveness, consulting on the creation of leadership development programs, designing surveys for dissemination across the system, and leading teams to plan for the implementation of organizational changes.

Rob earned his Bachelor’s in Psychology from University of Missouri – Columbia and his Master’s degree in Research Methods and a Ph.D. in Industrial/Organizational Psychology from Saint Louis University. He wrote his dissertation on factors that predict resistance to organizational change, which helps him immensely working with clients.

Rob lives in the Shaw neighborhood, where he enjoys spending time with his wife and daughter in nearby Tower Grove Park, Botanical Garden, and the many great restaurants in the neighborhood. In his free time, he enjoys hiking, writing, and volunteering on boards of local nonprofit organizations, including the Young Zoo Friends and Gateway Industrial/Organizational Psychologists (GIOP).

“I believe that people have the power to be their best selves and that it starts by understanding their talents as well as their development areas.”

Since starting at CMA in 2010, Dana Borchert has helped arm her clients with the tools to develop into the professionals they wanted to become. Drawing on her extensive experience, Dana works to understand each organization to help put them at ease. Her expertise is partnering with leadership to improve individual and organizational performance through succession planning, assessment, performance evaluation, M&A team evaluation, team building, and executive coaching. 

Dana has a unique understanding of the brain’s many facets—both psychological and physiological—thanks to a Ph.D. and a Master of Science in Industrial/Organizational Psychology from Saint Louis University and a Bachelor of Arts in Psychology from the University of Iowa with an emphasis in neuroscience.

In addition to being recognized by the St. Louis Business Journal as one of the “30 Under 30” up-and-coming young professionals in 2012, she has co-authored publications and presented many professional papers throughout her career. She’s very active in community affairs, where she has served as chairs for the St. Louis Children’s Hospital Young Friends Board and as Chair of the United Way of Greater St. Louis Young Leaders Society for 2016 & 2017. 

An avid fitness enthusiast, she grew up skiing (and loves the cold of her native Madison, WI), attends weekly hot yoga classes, and loves spending time with her husband, son and daughter in the mountains.


Crafting Capabilities: Designing a New Leadership Development Competency Framework

The NAED Board of Directors identified leadership development as a critical business need given the significant number of ‘baby boomer’ retirements on the horizon and the ever-evolving state of the industry. As a result, NAED is developing a turnkey, customized program that members can leverage to develop their next generation of leaders.  NAED believes in the distinct difference between management and leadership, wherein management focuses on the day to day operations of the business and leadership is about vision, direction, and goals. The purpose of NAED’s new leadership development program is to help the industry develop talent in those key strategic areas. The goal of the program is to help participants identify their own authentic leadership style.

In this session, we will share our process, lessons learned, and best practices leveraged for developing the customized leadership development competency framework for this new program, including our research methodology, collaborative brainstorming, competencies construction, curriculum alignment, and visual framework presentation.

Participants will learn applicable strategies for:

  • Identifying leadership development competencies
  • Conducting a leadership development needs assessment
  • Crafting a leadership competency framework

Speakers - Kelly Jones, Ph.D., CPLP and Elizabeth Haberberger 

Kelly Jones, Ph.D., CPLP is a qualitative researcher and consultant with 15 years of experience in instructional design and curriculum development with higher ed, corporate training, and non-profit organizations. An advocate of lifelong learning and continuing professional development, she is currently the Director of Learning & Program Content at the National Association of Electrical Distributors (NAED). Previously, she was a faculty member and Director of Learning Technologies at Mercer University, and a Governor's Teaching Fellow at the Institute of Higher Education at the University of Georgia.


Elizabeth’s enthusiasm and passion aren’t easily matched. Her number one rule in life is to have fun. If it’s not fun, she’s not doing it. She is at her best when working with people to bring out the best version of themselves.

Elizabeth joined Dale Carnegie St. Louis in 2015 and took over the business three years later. She has worked with clients in a variety of industries and sizes ranging from Fortune 500 companies to smaller family owned business. Her expertise allows her to design, develop, and deliver experiences that drive results. Whether she is working with clients to solve business needs or in front of a room delivering training, you can find a big smile on her face and will know she is bringing 100% to the table.


Track C: Facilitation and Training Delivery

Engaging Online Learners

During this session, I will create an interactive experience that outlines successful strategies and considerations when both preparing for and delivering impactful virtual sessions. This session will help conference attendees identify why learners are disengaged and give simple techniques they can incorporate immediately. At no additional cost to their organization, facilitators and designers can not only make their virtual training sessions more interactive, but also more fun for everyone involved! Attendees will have a more clear delivery direction for the virtual space AND make connections for their face-to-face sessions as well. By incorporating my experiences in 13 years of being a trainer and tips I've learned from industry experts through webinars and whitepapers, we will focus on beginning with power, ending with purpose, and strategies to ensure their virtual participants are participating throughout.

Speaker - Monica Nix

Monica Nix is a Trainer Development Specialist in the Training Facilitation department at Edward Jones, a firm that in 2019 made its 19th consecutive appearance on Training Magazine's "Training Top 125" list, ranking number 14. With a passion for people and a focus on Adult Learning Theory, her primary responsibilities include developing trainers at all stages of their career for face-to-face and virtual delivery. Throughout her 13 years at a growing firm, there has become a heightened need for virtual facilitation. Monica's excitement to understand how and why virtual learners engage – or don't engage - in a virtual classroom has resulted in her conducting training on this topic that has spanned the United States and Canada. At Edward Jones, she is a limited partner and has responsibility for many of the required training classes.

Monica has a master's degree in Human Resources Management from Webster University and received her bachelor's degree with a focus on communications and minor in psychology from the University of Missouri-Columbia.

During her free time, you can find Monica glamping (glamorous camping – the opposite of tent camping!) with her husband of 11 years, Bill, 8 year old daughter, Ella, and 2 year old rescue terrier/poodle mix, Finn (full name FN-2187 for any Star Wars fans out there).

Experiential Learning in the Workplace

In this session we will discuss the value of and then experience group check-ins, icebreakers, and team building activities. While the activities are often what a group remembers the reality is the magic happens when we debrief what we just experienced. I find that many facilitators struggle to understand how to lead a debrief session.  As a result, we will unpack the process of utilizing the Experiential Learning Cycle to help groups find meaning in their experiences. We will also highlight some best practices in experiential learning. 

Speaker - Molly Grisham

Recognized as a courageous and passionate communicator, my programs inspire and set people in motion. I am passionate about building teams, developing leaders, creating custom workshops, and utilizing personality assessments for personal growth. I am extremely dedicated to developing people.

I bring the experience of 20 years in coaching at the collegiate, high school, and club levels, an entrepreneurial spirit of a successful business builder, communication skills of an author and storyteller, and 10+ years as an adjunct professor and curriculum builder to every client engagement. I’ve helped athletes reach and exceed personal goals, teams become more productive, leaders achieve new heights, and companies be more competitive in their markets through highly engaging programs, curriculum, and workshops.

I have developed my facilitation skills by participating in trainings hosted by Training for Change, The Center for Courage and Renewal, and the Experiential Training Institute at OnSite.

Seven Strategies for Interactive and Immersive Learning 

The goal of this session is to help instructors leverage interactive and immersive instructional techniques to increase learning outcomes in their educational settings (classroom, labs, on-the-job, etc.).

Today's students are looking for dynamic instructors who "facilitate learning" rather than "present information or lecture", utilizing immersive strategies like peer-learning, gamification, job-focused role-plays, real-world customer scenarios, and team-based activities.

In the immersive classroom, the students drive their learning as their instructor "coaches" and "guides" them to success. This session features a series of self-directed (with the help of a team leader) mini-rotator sessions that will challenge participants to get directly involved in the activities, as they race around their learning road track to cross the finish line! If you're ready to roll-up your sleeves and sharpen your skills, please join us for an engaging team-based experience as we apply the 7 strategies for interactive and immersive learning!

Speaker - Paul Nedeau 

My career mission: Accelerating people performance by applying best practices and proven methods to grow profits and empower potential. I have a 20-year track record of success in the retail, healthcare, and manufacturing industries. 

I invite you to explore my career as strategic partner, innovator, and customer champion in today’s every-changing and exciting business landscape. http://pnedeau.wixsite.com/paulnedeau

I am a CPLP - Certified Professional in Learning and Performance. CPLP is a credential for training and development practitioners offered by ATD Certification Institute. It is a broad-based certification and addresses ten areas of expertise as defined by the ATD Competency Model.



BONUS TRACK!

Guerilla Measurement: Effective Strategies to Conquer the Board Room

Talent Development is viewed by many as an essential part of organizational growth, one of the keys to unlocking the potential of your employee base. Still, Talent Development is often one of the first items cut whenever budgets start to tighten. It's not that the value isn't inherent, we as Talent Development professionals just haven't always been able to find a way to prove our merit past knowledge retention and smile sheets.

Guerilla Measurement is a guided expedition through the land of data that will help even the smallest Talent Development departments prove their worth, easily and with virtually no cost. This session will discuss what meaningful data looks like to the C Suite, where to find it, and how to leverage it in finding proactive solutions to many of your organizations pain points. We’ll dive into how to incorporate evaluation into your instructional design to provide meaningful data that will showcase employee performance/behavior sure to resonate with stakeholders. We’ll show you how to arm your upcoming program proposal with the right data to win approval quickly, leveraging resources that are likely already available to you. The best part, these practices don't require vendor contracts or advanced certifications in excel, merely a can do attitude and personal knowledge of your organization.

Join us on this exciting journey as we learn how to turn numbers on a page, into wins in the boardroom!

 

Speaker - Colin DeCair 

Colin DeCair is an Assistant Vice President & Associate Development Manager for Busey Bank, headquartered in Champaign, IL. President-elect for the Heart of Central IL chapter, Colin was a recipient of ATD’s 2018 One to Watch Award recognizing the top young professionals in the talent development industry. Colin designed and facilitates a managerial development & onboarding program, an extensive blended service training portfolio, an individual development consulting program, and a talent development scorecard for Busey, a three-time ATD BEST organization. Colin’s methodology on evaluation will be featured in September’s TD Magazine. Colin holds his Masters in Leadership & Workforce Development from Louisiana State University, and a Bachelors in Broadcast Journalism from Northern Illinois University.17

Care and Accountability: Before holding people accountable, Leaders are accountable to their people

Inspired team members want to do better, fix the problems, increase customer and team member service. There are some elemental drivers to creating the environment of inspiration. Creating this environment both cares for people and sets up greater accountability. When we perceive care is in opposition to accountability, or something to be balanced, it can be challenging to do either. When we are accountable to people and the business, we demonstrate care for each other. While we often hear the phrase, “we must hold people accountable,” often this is a sign we haven’t created the right environment in which people are inspired to take ownership. In this workshop, participants are encouraged to discuss what it means to be accountable to ourselves (do what we say), accountable to each other (do what we agree to), accountable to the business (do what needs to be done), accountable to our people (do the work of leadership), and accountable to the customer (do what they expect). Additionally, we will highlight implementations of the above construct in a variety of our clients around the globe, providing attendees real life examples of the results. The attendees will also be able to see, in real time during the workshop, how each element of the environment of accountability is rated. This will be a precursor for when leaders take the rating construct back to their organizations in order to:

  • Get clarity on their leadership awareness
  • Engage their people through a feedback request
  • Determine true gaps and quick fix opportunities
  • Display the leadership behavior of listening

In this experience, participants will:

  • Understand environmental steps required of leaders to create accountability
  • Interact with the 6 key drivers intrinsic motivation throughout each team’s organizational levels and identify gaps
  • Utilize a formula for feedback to increase receptivity and lead to change
  • Consider the relationship between caring and inspiring accountability
  • Differentiate extrinsic and intrinsic motivation; benefits and application of both
  • Discuss the relationship between accountability and trust
  • Evaluate each team’s assessment of accountability throughout the organization

Speaker - Matt Whiat

Matt wakes up each day to put people in the driver’s seat so that passion and opportunity meet. As a Co-Founding Partner of the Barry-Wehmiller Leadership Institute, Matt consults with organizations of all types and sizes around the globe, specializing in building cultures for intentional outcomes through the work of leadership training. Matt draws on his previous 20+ years of leadership experience as a former US Air Force Officer. His previous roles include service in the United Nations to bring peace to Liberia, West Africa, working with NATO partners for operations in Afghanistan, running Air Force Basic Training (boot camp), US Military business representative in Saudi Arabia, and service on the Joint Staff at the Pentagon advising the Secretary of Defense on national security issues. Originally from Southern California, Matt’s undergraduate work is in industrial engineering and he has graduate degrees in international relations, finance and management.

Designing For Results 

Challenge or problem this session addresses:

Have you ever been handed a PowerPoint deck and told to go-off and build a course? Many organizations tend to begin an eLearning design project leading with their content needs; desired outcomes are merely an afterthought, if they're a thought at all. Unfortunately, whether or not a solution is successful is often left to chance. With so much on the line, who wants to take that gamble?

So how can you approach the design process with a more results-focused point of view?

How this session will address this problem:

In this session, we’ll explore a design approach that we like to think of as “measure twice, cut once” where you wait to define the learning approach and strategy until after you’ve spent time identifying the desired organizational and business results. Once you’re clear on the target, you can then undertake a thoughtful content and technology design process to ensure the solution will achieve the behavioral and business goals your organization is after.

We’ll share strategies to help you navigate this results-driven approach. This session is about more than ADDIE – we’ll take a close look at tools you can use in your process including how to articulate the specific business outcomes you want to measure against, define user personas, and utilize situation mapping to not just to surface the learning outcomes, but help generate realistic scenarios you can use to create authenticity in your training.

In this session, you will:

  • Learn five steps to help you define a more results-driven learning solution.
  • Define the three parts to a well-stated business outcome that will help you turn business goals into measurable learning outcomes
  • Learn how to create an utilize user personas to better understand the needs of your target learners
  • Learn the three steps of situation mapping, a modified approach to Cathy Moore’s Action Mapping
  • Learn the six steps of a learning journey and how to use this in designing your overall solution

Speaker - Elizabeth Honerkamp

Elizabeth Honerkamp is a Solutions Consultant at Kineo US and has been in the learning and development industry for more than 10 years. She enjoys building on her years of experience designing and delivering learning solutions and is passionate about understanding her clients’ business needs and brainstorming ideas to elevate their learning experiences. 


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